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This paper critically examines the centrally administered pre-service teacher preparation program for learning disabilities in India. With no equivalent Indian competency standards, this paper analyses components of the teacher preparation curriculum in the light of 22 high leverage practices (HLPs) outlined by the Council for Exceptional Children (CEC) as well as examines interview data from teacher educators to better understand challenges on the ground. Overall, the paper notes a heavy emphasis on theory over practice, with limited opportunities for practice. HLPs related to social-emotional and behavioral practices were minimally addressed in the curriculum. Finally, although the program was dedicated to serving children with learning disabilities, prospective teachers tended to get placed in inclusive settings and were required to work with students with a range of disabilities, highlighting the need for a program with a wider range of disabilities, not only learning disabilities. Implications for school and educational psychologists are discussed. [ABSTRACT FROM AUTHOR]

Using the Capability Approach (CA) as a means of identifying the barriers that individuals with disabilities face in achieving their goals, this conceptual paper aims to provoke discussion and identify how society excludes and marginalises individuals with disabilities. As framed through the lens of consumer vulnerability, reimagining how society, policy makers and the market can transform lived experiences, representation and symbolism of disability, this paper calls for a coherent and integrated set of actions. Central to these actions is a proposal for a transformative approach to marketplace access as a coordinated force to deliver positive change for people with disabilities. Through developing a new conceptual way of how the market should engage with disability, this paper presents proposals looking to ensure individuals with disabilities experience the conditions in which they can pursue their ultimate ends. [ABSTRACT FROM AUTHOR]

In Pakistan, children with disabilities face a two-fold disadvantage with respect to education - First, lack of access due to the country's heavily constrained education sector, and second, if they do access schools then the quality of education imparted is questionable. In this paper, we investigate the access to education and learning performance of children with disabilities in four administrative units of Pakistan-Islamabad, Khyber Pakhtunkhwa, Khyber Pakhtunkhwa Merged Region and Punjab. We use household data from the Annual Status of Education Report (ASER) of 2018, which included questions on disability status of children aged 3 to 16 years, their enrolment in school, and their performance of reading and arithmetic. Broadly, our findings indicate that children with mild disability are more likely to enrol in schools compared to children without disabilities. On the other hand, children with severe disability are less likely to access schools, when compared to their counterparts with no disabilities. In terms of type of school (government, private, religious) access, there are regional differences. In terms of learning outcomes of children with disabilities, we see a small gap between children with and without disability. This paper underscores policyconsiderations for children with disabilities based on the severity of disability faced. [ABSTRACT FROM AUTHOR]

Although the literature on inclusive service learning generally reports positive outcomes for students with disabilities, it provides little insight into the process of inclusion that occurs when students with and without disabilities meet within a service-learning framework. This distinction between students with and without disabilities became less clear, especially as all students began to see that they have disabilities or that they lack something that the other has or vice versa, experience themselves without disabilities even if others have defined them that way. In this paper, we address this issue through a case study of a service-learning course that brought together students with and without disabilities. The course was based on a five-facet model for inclusive service learning that comprised theory, experiential learning, community projects, dialogue, and reflection. A qualitative analysis of the course illustrates that both students with and without disabilities experienced significant changes in perception of disability such that they no longer saw themselves as two separate groups. The paper looks at the processes that produced this change and suggests the idea of 'continuous mutual learning' (CML) as an important component in education for inclusion, arguing that CML can deepen the inclusiveness of inclusive service learning. [ABSTRACT FROM AUTHOR]

Information and Communication Technologies have transformed our lives in different social areas, facilitating interpersonal relationships thanks to technological tools. In the specific case of people with disabilities, Assistive Technologies (ATs) break down barriers and increase opportunities to become active members of society with equal opportunities. This paper presents a systematic mapping study that analyzes the current state-of-the-art of ATs proposed in the literature to support the empowering of people with disability. Specifically, this paper focuses on (1) describing a global vision of the scientific literature published in the last 20 years about ATs in the computer science field and (2) identifying research needs, gaps, and trends. For this purpose, an in-depth analysis of 389 primary studies is presented. The information obtained from the mapping process is also constrained. Concretely, 35 ATs versus 22 disabilities are compared, obtaining striking peaks for some disabilities described in the discussion. Finally, the findings show that several areas have been covered only lightly, revealing interesting future directions and challenges for junior researchers. • ATs have the potential to break down barriers for people with disabilities, enabling them to participate more fully in society. This implies a need for rehabilitation programs to incorporate ATs into their strategies to enhance social inclusion. • Given the transformative role of ICT, rehabilitation programs should focus on helping people with disabilities develop the necessary technological skills to utilize ATs effectively. • This work highlights the diversity of ATs and disabilities, suggesting a need for personalized rehabilitation plans that match specific ATs to individual disabilities. • Rehabilitation professionals should be trained to assess and recommend appropriate ATs for each case. Rehabilitation programs should consider incorporating cutting-edge ATs and staying involved in research to contribute to future developments to cover gaps and challenges identified. [ABSTRACT FROM AUTHOR]

The awareness that museums must be inclusive and participatory led to practices adapted to visitors' requirements and co-creative experiences, encouraging interaction with exhibitions, and thus fostering memorable experiences. Yet, constraints remain for people with disabilities, reducing their satisfaction and desire to return. Despite the high number of people with visual impairments worldwide, there is a lack of research on factors that may impact their co-creation in museums. This paper aims to identify factors influencing the co-creation of people with visual impairments experiences in museums, either facilitating or constraining it. Based on focus groups discussion, the results of the study conducted suggest that the co-creation of people with visual impairments in museums is influenced both by aspects related to visitors, as well as by disabling features of the museums' physical, communicational, and attitudinal environments. Conclusions and implications drawn are critical to improve the experience of people with visual impairments in museums. This article highlights that despite the high number of people with visual impairments worldwide, many still face constraints when visiting museums. The article reveals that several museums offer opportunities for interacting with the whole museum environment and co-creating value, to trigger memorable experiences. This paper fills a research gap by analysing how a set of factors influence people with visual impairments to get involved in co-creation in museums, either facilitating or constraining it. The research found that the factors that influence co-creation of experiences of people with visual impairments in museums can be related to the visitors or to the museums, including physical, communicational and attitudinal aspects. The article provides guidelines to improve the co-creation in museums of people with visual impairments. [ABSTRACT FROM AUTHOR]

This paper addresses embodied geographies of power assisted devices (powered wheelchairs and motorised scooters) for disabled people in Australia to augment understandings of mobile disability politics. Deleuze and Guattari's notion of 'lines' is used to reimagine spatial thinking about mobile disability politics. Disability in this paper is understood as an emplaced, emergent, relational and embodied process that arises in the interaction between ideas, materials and bodies. A focus on the shifting affective capacities of everyday journeys can deepen an understanding of mobile disability politics through attention to sensations. To illustrate the notion of lines we draw on three 'portraits' from a qualitative project on power assisted devices in Ballina Shire, New South Wales, Australia. Each portrait provides an illustration of how mobility experiences of power assisted devices may reinforce and/or challenge normative ideologies and identities, alongside deepening understandings of how ideas and materials come together to produce enabling and/or exclusionary arrangements. [ABSTRACT FROM AUTHOR]

Drawing on a Foucauldian theorisation and an in-depth study with eight disabled student activists in England, this paper explores how persistent marginalisation and ableism in higher education has triggered a wave of activism among disabled students, who, just before the advent of the pandemic, had organised a structured movement, Disabled Students UK. We employ Foucault's ideas of the care of the self and others to discuss the formation of disabled students as activist subjects fighting discrimination in English higher education, in a moment in which the intersection between inclusive policies and austerity measures exposed the ableism rooted in academic practices. This paper promotes discussion on the nurturing relationship that exists between the individual and the community in constituting disability activism and disabled activists. [ABSTRACT FROM AUTHOR]

In this paper, I argue that, contrary to what some critics suggest, political liberalism is not exclusionary with regards to the rights and interests of individuals with cognitive disabilities. I begin by defending four publicly justifiable reasons that are collectively sufficient for the inclusion of members of this group. Briefly, these are the epistemic uncertainty that inevitably exists about individuals' actual capacities, the political liberal duty to treat parents fairly, the social framework that is required for the fulfilment of parental duties, and the necessity of cultivating certain emotions that are strongly associated with reasonableness. These reasons show why a more inclusive reading of political liberalism is plausible, and how this can be achieved without abandoning or revising the theory's commitment to public reason, the political conception of the person, and the role of social cooperation. I then turn to the question of what a more inclusive political liberalism would look like. More specifically, I argue that, although it would not require the participation of individuals with cognitive disabilities in the practice of legitimation, it would require their full inclusion in the realm of justice as equal rights-bearers. [ABSTRACT FROM AUTHOR]

The salience of education for better life outcomes is well accepted, but people with disabilities continue to be underrepresented in higher education. Building on Weedon's approach to the intersection of impairment with socioeconomic factors, this paper identifies the facilitators and barriers encountered and/or experienced by young people with disabilities along their diverse pathways to and through higher education in Sweden. The data comes from longitudinal ethnographic case studies of persons with ADHD. While the findings show similarities in impairment-specific barriers, such as transition and inadequate support available at university, they make even more visible the existing heterogeneity among people with ADHD and the inadequacy of support structures at higher education institutions. Parents, economic security and individual factors, such as ease of learning and belief in one's own capacity, were found to be strong facilitators. ADHD and socioeconomic disadvantage together magnified vulnerabilities and hurdles faced while aspiring to and accessing higher education. The article concludes by highlighting the urgent need for universities to change entrenched structures that perceive students with disabilities as a homogeneous group and disability as an individual problem, in order to enable participation of all. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the understanding of affiliation by developing a contextually sensitive mid-level theory comprising specific elements, layers, and factors of affiliation. Vulnerable groups are a locus of analysis because they are particularly sensitive to various forms of social exclusion or non-affiliation. A binary study of persons with physical disability and treated alcoholics in Croatia was conducted by focus group interviewing. Through thematic analysis, six different code patterns were detected—solidarity affiliation, identity affiliation, alcoholism affiliation, disability affiliation, disability exclusion, and alcoholism exclusion—that represent key respondents' narratives on belonging. Crucial findings stress how vulnerable groups ground affiliation mostly in elements of solidarity rather than in terms of identity, how layers of affiliation (social and associational affiliation) are not so clearly differentiated but still deepen insights on affiliation, and how important factors enhancing affiliation are personal virtues which are not so prominent in theory. Therefore, the role of political institutions supporting affiliation as a meta-capability should be primarily set on solidarity affiliation, should nourish various layers of affiliation, and should be supported by citizens who care about their fellow citizens, especially those from vulnerable groups. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestResearch on the experiences of academics with disabilities regarding access to higher education spaces is vast, but not much has been done to assess if such research goes beyond analysing physical spaces. This paper follows the capabilities approach to contribute knowledge in this regard, drawing from research conducted in one South African University. Ten academics with disabilities were interviewed, and data were analysed thematically. Findings suggest that it is not enough for academics with disabilities to be employed at the University. Denial of social and physical access to various spaces has epistemic and professional advancement implications. The possibilities for alternative spaces and freedom of choice to function optimally for academic identity advancement can still be enhanced. The paper makes recommendations that can be explored for policy and practice to advance human development of academics with disabilities.We draw attention to how ableism relates to capabilities and freedoms to develop academic identities in multidimensional spaces of higher education.Marginalising spatial configurations go beyond just inability to attend academic gatherings, but also to participate in knowledge production for academic identity development.Academics with invisible disabilities can receive even more limited support, causing them to take longer to develop academically.Academics have agency and responsibilities towards developing their identities, but these are often limited by the nature of spaces.Advanced technology provides alternative ways of thinking about self-ability versus disability in an academic workplace. [ABSTRACT FROM AUTHOR]

Disability is a multifaceted and universal phenomenon that cuts across all cultures and religions. It poses unique challenges for individuals, families, and communities. It is shaped by a multitude of factors such as society, culture, economy, religion, etc. Sikhism, the fifth largest religion in the world, originated in the northern part of India in the 15th century with the first Sikh guru Nanak Dev (1469–1539). In the context of Sikhism, disability and religious teachings become important areas of exploration. This research paper attempts to understand how Sikhism addresses and engages with disability by highlighting both the theoretical foundations and practical manifestations. The theoretical foundations of Sikhism, i.e., equality, solidarity, and inclusiveness, are based on the supreme scripture Guru Granth Sahib, and the practical manifestations, i.e., rituals and norms, take their lead from Rehat Maryada, i.e., the Sikh code of conduct and conventions, which have been constructed by the Shiromani Gurdwara Parbandhak Committee (SGPC). The present paper examines the outlook of Sikhism towards disability in theory as per Guru Granth Sahib and in practice as per Sikh Rehat Maryada. [ABSTRACT FROM AUTHOR]

Drawing on a conceptual lens informed by ableism and Importance Performance Analysis (IPA), the purpose of this paper is to discover how managers within European National Football Associations (NAs) develop disability football. This novel study explores the development of disability football from the perspective of 37 European National Football Association (NAs) managers. Results were based on a pan-European questionnaire that assessed managerial viewpoints that subsequently identified the priorities across the region. Findings indicate that much resource has been dedicated to developing disability football, in some cases suggesting over-allocation of finance, facilities and human resources. Efforts to enhance levels of disability awareness and the competencies that underpin the development of disability football are needed. Managers need to invest in developing competence through the formation of inter-organizational partnerships with disability sports organizations. This paper provides a novel and pragmatic review of the priorities for disability football delivery in Europe. The results provide diagnostic support for quality enhancement. [ABSTRACT FROM AUTHOR]

To ensure full participation of people with disabilities in research, accessibility of the instruments employed is essential. This paper describes an exploratory research which included the adaptation of the AIR Self-Determination Scale and the Promotion of Autonomous Decision-Making Scale. The adaptation was designed to enable Hebrew-speaking young adults with physical disability, autism, psychosocial disability, complex learning disabilities, deafness or hearing impairment, or blindness or visual impairment, to complete a self-report questionnaire. It included extensive wording simplifications. In addition, original Likert scales were reduced, and symbols were added to improve accessibility. The forms were modified to a coloured format with more visible headings, including use of a screen reader and additional visual adaptations. The adaptation process included three phases: questionnaire adaptation, examination of face and content validity, and a reliability assessment of the final version. The process was informed by input from young adults with disabilities. We conclude that simplified language, symbols, and visual effects should be considered when adapting questionnaires for people with disabilities. In addition, consulting with individuals with disabilities as experts by experience, should be integral to the adaptation of instruments. [ABSTRACT FROM AUTHOR]

It is widely assumed that severe mental disabilities prevent relevant deliberative capacities from developing or persisting. Accordingly, excluding many people with mental disabilities from discourse practices seems justified. Against this common assumption I wish to show that the general exclusion is not justified and amounts to a form of epistemic injustice, as theorised by Miranda Fricker. The received norm of capable deliberators is connected to a specific model of deliberation. I introduce an alternative model of deliberation, which I dub the joint effort model. According to this model, people with minority minds (as I call them) add valuable cognitive diversity to the process of deliberation, which is a relevant element of epistemic improvement. In this part of the argument I rely on empirically informed theoretical work by Hélène Landemore. I scrutinise the minimal requirements of capable deliberators from the perspective of a joint effort model of deliberation, and I highlight specific beneficial contributions people with minority minds can make to discourse practices. I will argue that people with minority minds can be presumptively deemed capable deliberators and that therefore their general exclusion is unjustified. [ABSTRACT FROM AUTHOR]

Abstract\nIMPLICATIONS FOR REHABILITATIONPurpose: The world is approaching the sustainable development goals deadline, but many countries still do not produce the data required to track their indicators by disability. Integrating valid and relievable disability measurement tools into existing data platforms is key to ensuring that “no one is left behind.” In this paper, we aim to demonstrate that it is possible to gather valid data on disability for disaggregation using the WHO Functioning and Disability Disaggregation Tool.Materials and methods: Using representative data from India, Lao PDR, and Tajikistan collected through the Gallup World Poll, we estimated the likelihood of a positive sustainable development indicator by disability level. Logit regression was used, adjusted for age, sex, household size, number of children, marital status, urban or rural area, and country-fixed effects.Results: Our estimates showed a consistent disability gradient across all countries and indicators: the higher the level of disability, the lower the probability of having a positive outcome in barely any sustainable development goal.Conclusion: Our study demonstrates that it is not too late to generate sound and precise data about inequalities faced by persons with mild, moderate, or severe disability. This data is essential for reducing inequalities through evidence-based policymaking.The disability gradient observed across all countries and indicators included in this study showed that the higher the level of disability (mild, moderate, or severe), the lower the probability of having a positive outcome in any sustainable development goal.An underestimation of inequalities is observed when people with no, mild and moderate disability are combined into a group called “no severe disability” and used as the comparator to people with “severe disability.”Rehabilitation policy and planning must consider the disability gradient and respond to the different needs of persons with mild, moderate, and severe disability.The disability gradient observed across all countries and indicators included in this study showed that the higher the level of disability (mild, moderate, or severe), the lower the probability of having a positive outcome in any sustainable development goal.An underestimation of inequalities is observed when people with no, mild and moderate disability are combined into a group called “no severe disability” and used as the comparator to people with “severe disability.”Rehabilitation policy and planning must consider the disability gradient and respond to the different needs of persons with mild, moderate, and severe disability. [ABSTRACT FROM AUTHOR]

This editorial introduces a two-part Special Issue on the Disability Royal Commission and People with Intellectual Disabilities in Australia. The Commission was established in 2019 to investigate violence, abuse, neglect, and exploitation of people with disabilities. The Commission's Final Report, delivered in 2023, included 222 recommendations, some of which were not unanimous. The report covers a wide range of issues and includes the perspectives of people with disabilities. The Commission's work involved public hearings, private sessions, and community engagements. The report has generated controversy, as it focuses on negative experiences and poor-quality services, without exploring positive experiences and factors contributing to good quality services. The text also discusses the challenges faced by governments in responding to the Commission's recommendations and mentions the release of the Independent Review of the National Disability Insurance Scheme (NDIS), which intersects with the Commission's recommendations. The text provides guidance on accessing the Commission's publications, submissions, public hearings, and other resources. It introduces the articles in Part 1 of a Special Issue that critically analyze the Commission's findings and recommendations on various topics related to people with intellectual disabilities. The text concludes by mentioning that Part 2 of the Special Issue will include additional articles on education, health, and Positive Behaviour Support. [Extracted from the article]

Group homes have been an important option for people with intellectual disabilities leaving the family home or institutions. They were one focus of the Royal Commission on Violence, Abuse, Neglect and Exploitation of People with Disabilities. Much evidence was collected about harm experienced by people in group homes through submissions, and dedicated and other hearings about disability services more generally. In its Final Report the Commission considered group homes to be both a flawed model and subject to weak implementation similar to that identified across the Australian disability service system more generally. This article describes the Commission's approach to group homes, the evidence heard, and its conclusions; and critiques its stance, processes, and recommendations, identifying links to the NDIS Review published after the Commission's Report in 2023. The Commission's recommended reforms to practice, and replacement of group homes with alternative options reflect current policy directions, but raise issues that will be important for implementation; including; uncertainty about alternatives to group homes, the risk of alternatives not having better outcomes and thus the loss of good services, risk of neglecting quality of support practice in new alternatives and recurrence of institutional practice in them, and potential negative impacts on existing residents of signalling group homes as a flawed model. The Commissions' approach missed opportunities for appreciative enquiry about conditions that lead to good outcomes in some group homes. The article concludes by considering the benefits for people with intellectual disabilities of singling out long-term residents and people with complex or high support needs, together with the potential for a quicker pace of change that may result from the Commission's work. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of InterestThis article analyses the difficulties that 16 graduate with disabilities from 8 Spanish universities in the area of Health Sciences experienced during their academic career. It also shows how they overcame these difficulties, as well as their insight into their own resilience. This qualitative study used semi-structured and individual interviews. The results showed that the difficulties, the strategies to deal with them, and the opinions of the participants about their resilient characteristics are multiple and relate to both external and internal factors. The results reveal that participants’ voices from these Health Sciences degree contain useful strategies for the ­university community to promote the academic success of students with disabilities for the benefit of all students.Healthcare degrees tend to present greater challenges for students with disabilities.Students often experience exclusion during their healthcare training due to the fact that disability is based on a ‘medical’ perspective of disability.This paper analyses the difficulties and coping and resilience strategies used by university students with disabilities with a Bachelor’s degree in Health Sciences to successfully overcome these difficulties.Numerous internal and external factors enable students with disabilities to successfully complete health studies.This study can contribute that including students with disabilities in healthcare degrees improves healthcare improves for vulnerable populations, as well as the relationship between professionals and patients. [ABSTRACT FROM AUTHOR]

In this paper, the potential for material culture studies within the history of disability is explored through a study of preserved anatomical votives from medieval Norway left in connection with miraculous healing practices. The Norwegian votives, which include wooden body parts of hands, arms, finger, feet and legs as well as mobility aids, are here related to the lived experience of the physically impaired. Anatomical votives have been interpreted as meaningful depictions of how an individual conceptualised the body part in question, which they sought healing for. Through a posthumanist approach, anatomical votives can, however, not only be seen as solely representational of a body part but as material extensions of the body. Preserved mobility aids, here identified as hand-trestles and a knee-brace, provide insight into the availability of aids for individuals with lower limb impairments in the medieval North. The study of the material culture of disability can elucidate cultural notions of disability in relation to physical impairment. While written miracle accounts have been identified as important sources for the study of medieval disability, their associated material culture is here presented as important data for the embodied experience of the physically impaired in medieval Norway. [ABSTRACT FROM AUTHOR]

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children's learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children's socio-emotional well-being. Schooling of children with disabilities in Ethiopia was significantly impacted due to the lack of accessible learning materials available at home and in schools Caregivers expressed that returning to school was a strong priority for their child with disabilities Teachers and caregivers noted significant negative impact of closures on children's social and emotional well-being, with many reporting heightened feelings of sadness, loneliness, isolation, and diminished interest in learning and playing among their children. Caregivers and teachers felt that more could be done to support families and schools during such times, especially with better allocation of resources. [ABSTRACT FROM AUTHOR]

This study investigated inclusive and special education policy in Nepal. This paper employs social constructionism and discourse analysis as theoretical perspectives. This study is informed by the findings of the author’s doctoral research. Data were collected from a selected key policy document between 1970 and 2020. Discourses of disability was used as a methodology to examine how these policies construct the meaning of disability and inclusive education. The findings of this study demonstrated that Nepalese inclusive and special education policies have been influenced by the medical or deficit and social or human rights model discourse of disability. This article identified that the educational policies of Nepal were consistent and in variation between these two discourses of disability. This study found that inclusive education policies had rhetoric, contradictions and tensions within the policy documents. Limitations and recommendations of this research were also discussed. [ABSTRACT FROM AUTHOR]

Disability theology has long been an anglophone affair, with most debates taking place around lexical structures and semantic nuances specific to the English language. This paper claims that the Romanian word neputință-loosely translated into English as powerlessness- can make a significant contribution to the field. Drawing on interviews with Romanian Orthodox priests, the article argues that neputință can provide a Christological edge to popular concepts such as vulnerability and limits, while also adding an understanding of aging as a natural process that needs medical and social support, but not cure. [ABSTRACT FROM AUTHOR]

This paper focuses on exploring the differences in the importance of spiritual/religious beliefs and practices (SRBP) between Latinx parents who have children with emotional, physical, and cognitive disabilities. Previous research has focused on looking at individual disabilities, such as autism-comparison in differences in importance of SRBP among Latinx parents needs to be further explored. Data from 154 Latinx parents in the United States was collected from an online survey, and a multiple linear regression was used with several predictor groups. Results indicated statistical significance between parents who have children with emotional disabilities and the importance of SRBP. [ABSTRACT FROM AUTHOR]

Around 28 per cent of state primary school children attend 'faith' establishments in England, the majority in Catholic or Church of England schools. Research suggests 'faith' schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also under-admit children 'disadvantaged' according to another key dimension: having special educational needs and/or disability (SEND). Descriptive statistics and modelling use the National Pupil Database census and span 2010–2020. Across years, 'faith' primary schools are less likely to include children with SEND, and less likely to admit children with SEND to the first (Reception) year. Accounting for area-level factors, indications of under-admission to Catholic schools become more pronounced. Some disproportionality for Church of England schools is explained by confounders – but even after attenuation, they remain less likely to serve children with SEND than non-'faith' schools. Together, FSM and SEND predict a substantively meaningful lowered likelihood of children attending 'faith' schools, so these schools, at the national level, seem to have become hubs of relative 'advantage'. Findings therefore demand interrogation of whose interests these institutions serve, and of their part within the current English system. [ABSTRACT FROM AUTHOR]

Improper processing of sensitive personal data concerning disabled people in government information disclosure not only violates their privacy rights but also leads to discrimination, stigmatization, and other serious secondary harm, that have long been overlooked. China's procurator-led public-interest litigation system is a powerful tool for protecting the privacy rights of vulnerable groups. This paper contends that procurator-led public-interest litigation, as a supplement to and support for private-interest litigation, assists the Chinese government in fulfilling its international obligations to protect the right to privacy of disabled people. [ABSTRACT FROM AUTHOR]

It is crucial for engineers to anticipate the socio-ethical impacts of emerging technologies. Such acts of anticipation are thoroughly normative and should be cultivated in engineering ethics education. In this paper we ask: 'how do we anticipate the socio-ethical implications of emerging technologies responsibly?' And 'how can such responsible anticipation be taught?' We offer a conceptual answer, building upon the framework of Responsible Innovation and its four core practices: anticipation, reflexivity, inclusion, and responsiveness. We forge a more explicit link between the practices of anticipation, reflexivity, and inclusion, while also enriching them with insights from disability studies, STS, design theory, and philosophy. On this basis we present responsible anticipation as an activity of reflective problem framing grounded in epistemic humility. Via the RI-practice of responsiveness we present responsible anticipation as a creative approach to engineering ethics, offering engineering students a critical yet productive perspective on how ethics may inform innovation. [ABSTRACT FROM AUTHOR]

The labour market consequences of early-onset or congenital disabilities have received little attention in the literature. In this paper, we study the consequences of cerebral palsy (CP), a lifelong early onset disability, and pathways through which it affects labour outcomes. We use data from multiple linked Swedish National Population Registers between 1990 and 2015 and apply both regression and mediation analysis. Our results show, as expected, strong negative consequences of CP on labour outcomes, and that the consequences have increased over time. The social insurance system, we find, compensates for some of the losses through non-work-related benefits. The results also suggest that the direct effects of CP per se have prominent impact on labour market outcomes. Thus, given the same level of mediators, persons with CP will have lower labour outcomes compared to persons without CP. Our results draw attention to the widening labour market consequences of CP in Sweden. [ABSTRACT FROM AUTHOR]

The awareness to fulfill the rights of people with disabilities (PWDs) in Indonesia has increased significantly recently. To address concerns regarding the rights of individuals with disabilities, Indonesia's two most prominent Islamic organizations (Nahdlatul Ulama and Muhammadiyah) have released fatwas on Islam and disabilities. NU published Fiqih Penguatan Penyandang Disabilitas, while Muhammadiyah prepared its Fikih Difabel. Previous studies have neglected a critical area of intersection between Islamic law, women, and disability issues. This article explores the contribution of women with disabilities in formulating these fatwas and how they tackle problems relevant to women with disabilities. Based on textual analysis of those fatwa and field research, the paper argues that although women with disabilities have been involved in the drafting, their participation has been limited. Only a few were engaged in making NU's Fiqih Penguatan Penyandang Disabilitas; only limited types of disabilities were involved in Muhammadiyah's Fikih Difabel. As a result, this study found that the fatwas on the issues related to women with disabilities are comparatively less extensive. They leave room for developing a more women-friendly Fikih Difabel in the future. [ABSTRACT FROM AUTHOR]

As an attempt to reflect 1960s rural Spain under Franco’s dictatorship, Mario Camus’s Citation1984 film adaptation of Miguel Delibes’s Los santos inocentes [The Holy Innocents], published three years before, depicts the daily coexistence of human and non-human animals in an Extremaduran cortijo. Within the highly hierarchized social structure of the Francoist regime, the elderly male characters that are physically or mentally disabled are consistently exploited and humiliated by the caste of señoritos as a metaphorical reproduction of the type of class-based hierarchy established after the Spanish Civil War between the victors and the defeated. The aim of this paper is to examine how the aging, disabled male body of the dispossessed contributes to deepening the class divide through their animalization. By aesthetically emphasizing the blurring of species boundaries in the lower social strata, Camus recreates the type of rural Spain that, under the auspices of the dictatorship, endorses an understanding of the normative, young masculine body as one that distinguishes itself through biological, class-based and androcentric determinism. This triply reinforced canon of the male subject, so irreparably bound to tautologies between class and species, places the aging, masculine body at the heart of an oppressive social system that seeks to justify its hierarchy, mythologizing it as the only viable option through which to erect an empowered, reputable nation. [ABSTRACT FROM AUTHOR]

Over the last decade, technology has become a critical component of everyday life, in and out of the classroom. As such, digital learning serves as a vehicle for accessing the general education curriculum, and is imperative to higher education, workforce development, and economic security. The purpose of this systematic literature review is to investigate the current status of research on instructional and assistive technologies used to support students with high incidence disabilities in accessing the general education curriculum over the last decade (2010–2020). Among the results of the analysis of 67 studies, a majority involved White students with specific learning disabilities, with studies primarily focused on social/emotional/behavioral, reading, or mathematics outcomes. Independent variables spanned seven categories, largely involving computer-assisted instruction such as modules or virtual manipulatives, although applications via mobile devices were increasingly researched toward the middle to end of the decade. Additional results and implications for research and practice are shared. [ABSTRACT FROM AUTHOR]

The suggestion that individuals should be considered disadvantaged, and consequently entitled to compensation, only if they consider themselves disadvantaged (Dworkin's 'continuity test') is initially appealing. However, it also faces problems. First, if individuals are routinely mistaken, then we routinely fail to assist the deserving. Second, if individuals assess their circumstances differently then the state will provide different levels of assistance to people in identical situations. Thus, should we instead ignore individuals' convictions and provide assistance that some, at least, do not feel they need? One set of cases where this dilemma is salient are those in which disabled individuals disagree over whether they are disadvantaged. Focussing on these, I argue that despite objections, individuals should have a voice in determining whether they are disadvantaged. However, I contend that our goal should not be ensuring continuity with individuals' ethical convictions (concerning the pursuits they deem worthwhile or valuable), but their convictions regarding whether they are relevantly disadvantaged (whether they have what they are entitled to). [ABSTRACT FROM AUTHOR]

Traditionally, people with disabilities have been excluded from the decision-making and governance of organisations that provide disability-related services. From a human rights perspective, people with disabilities should be involved in all decisions that affect their lives. This article is exploring the Disability Royal Commission's (the Commission's) findings on the inclusion of people with disabilities in the decision-making and governance of disability service providers, with a particular focus on findings that relate to people with intellectual disabilities. An analysis of the Commission's findings and recommendations was undertaken, with reference to relevant Public Hearing reports and other Commission publications. During the public hearings, the Commission was critical of disability service providers that did not include the perspective of people with lived experience in their decision-making and governance. The Commission recognised the capacity of people with intellectual disabilities to undertake governance roles, provided they receive necessary support. The Commission made several recommendations to increase the leadership of people with disabilities within disability-related organisations, including policy development and co-design roles. While the Commission supported the involvement of people with disabilities, including intellectual disabilities, in the governance of disability services, specific recommendations to guarantee, facilitate and resource such inclusion were missing. [ABSTRACT FROM AUTHOR]

The Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability made important recommendations about regulating disability service provision. These recommendations included those about: complaints; provider and worker registration; enforcement; resourcing of the regulator; and, quality auditing. This article analyses the Royal Commission's findings, recommendations and commentary and places them in the broader context of regulatory theory, research and practice. The article's concluding comments focus on the trade-offs inherent in regulatory resourcing and enforcement. [ABSTRACT FROM AUTHOR]

Graphomotor and handwriting disabilities (GD and HD, respectively) could significantly reduce children's quality of life. Effective remediation depends on proper diagnosis; however, current approaches to diagnosis and assessment of GD and HD have several limitations and knowledge gaps, e.g. they are subjective, they do not facilitate identification of specific manifestations, etc. The aim of this work is to introduce a new scale (GHDRS – Graphomotor and Handwriting Disabilities Rating Scale) that will enable experts to perform objective and complex computer-aided diagnosis and assessment of GD and HD. The scale supports quantification of 17 manifestations associated with the process/product of drawing/handwriting. The whole methodology of GHDRS design is made maximally transparent so that it could be adapted for other languages. [ABSTRACT FROM AUTHOR]

We overview several key issues of the past, present, and near future of special education for students with severe disabilities. We contextualize the Telos of special education by briefly remarking on its historical roots in the United States, then delve into several issues we believe are critical for advancing toward better outcomes for students with severe disabilities, including the increasingly alarming shortage of special education teachers and short-sighted responses to address it. We also discuss issues related to curricular decisions, and the apparent tension between access to general education (i.e. academic) curriculum and teaching other life altering repertoires for students with severe disabilities. Attention also is given to the evidence-based practices movement in special education, including the apparent rigidity of intervention protocols and slow advances toward clarifying for whom and under what conditions an intervention is effective. Our intention is to generate discussion about and interest in areas where consensus among stakeholders appears feasible such that policy and law can be influenced in ways that advance toward realizing the Telos of special education for students with severe disabilities. [ABSTRACT FROM AUTHOR]

At the onset of the COVID-19 pandemic, providers of independent living services for rural disabled people were forced to adapt how they conducted their operations. This study is a primary analysis of data based on transcripts from eight meetings of a nationwide network of service providers (n = 40-150 participants per meeting), who met virtually to provide peer support during the unfolding pandemic. We used qualitative thematic analysis to understand the ways these service providers adapted to address the needs of rural disabled people during the pandemic. We identified four main themes describing organizational adaptations. Although this was a predominantly challenging time, service providers identified ways their adaptations were beneficial. These included creating new ways to connect, reaching more people with disabilities, and reducing commuting time to provide services. Service providers intended to continue using their adapted strategies and platforms for providing services, and thus projected these benefits would be long-lasting. [ABSTRACT FROM AUTHOR]

The education of students with disability has changed dramatically over the past 50 years. Universal declarations and conventions have underpinned many of these changes at both an international level and within Australia. In the early 1970s, the philosophy of John Rawls provided a theory of justice to preserve social justice and individual liberty within communities. This mirrored attempts to advance education to ensure social justice, rights and access to education for learners with disability. This micro-historical ethnography provides a review spanning the past half century in Australia of changes to the education of students with disability. Underpinned by an ethnographic epistemology through interviews with the presentism of eight educators involved in Western Australian education for learners with disability, and viewed through an interpretivist lens, major elements of change are identified. An analytical framework deduced from the work of Rawls is used to reflect upon the changes and discuss the degree that Rawls' justice as fairness has been enacted in education for learners with disability from 1970 to 2021 in Australia. Key words: Australia, learners with disability, special education, inclusion, Rawls, equity, social justice [ABSTRACT FROM AUTHOR]